Module5 - Coaching and Motivating

COACHING AND
MOTIVATING
First-level Leaders’ Training Course 1 / 43

MOTIVATING AND
COACHING
Sheila Marie G. Solis

Senior Manager
PAGCOR Anti-Money Laundering Supervision and Enforcement Department
(PASED)

First-level Leaders’ Training Course
LEARNING OBJECTIVES
At the end of the module, you should be able to explain:
• What motivate employees to perform
• How can leaders boost morale
• How to maximize employees’ performance
• What coaching is
• The “GROW” process of coaching
• The core skills for successful coaching
• The qualities of an effective coach
3 / 43
4 / 43
5 / 43
How are these three words related?
6 / 43
Motivating the Workforce
What is MOTIVATION?
• Motivation is an inner drive that directs a

person’s behavior toward goals.
• A goal is the satisfaction of a need
• A need is the difference between a desired

state and the actual state.
7 / 43
The basic model of

motivation shows that
when a need exists, an
individual engages in goal-
directed behavior
designed to satisfy that
need.
8 / 43

Human Relations
Morale – an employee’s attitude toward his

or her job, employer, and colleagues.
High Morale
• High levels of productivity
• High returns to stakeholders
• Employee loyalty
9 / 43
High Morale
• High levels of productivity
• High returns to stakeholders
• Employee loyalty
Low Morale
• Absenteeism
• Lack of commitment
• High turnover
10 / 43
11 / 43
Morale Boosters:
• Pleasant work environment
• Appreciation
• Involvement
• Respect
• Compensation
• Promotion
• Positive organizational culture
12 / 43
Perceptions of Rewards
• Intrinsic rewards – personal satisfaction

derived from goal attainment
• Extrinsic rewards – benefits/recognition
received from someone else.
13 / 43
Employees are 40% more productive than an average company

which translates to 30%-40% higher profit margin.
14 / 43

1. Grouping A players
Egalitarian versus Non-egalitarian
2. Eliminating Organizational Drag

3. Inspiring Leaders
15 / 43
Google’s focus on happy, committed employees --

• Massage therapy
• Laundry service
• Gourmet meals & snacks
Google wants to make its employees' lives easier, and it's constantly
searching for ways to improve the health, well-being, and morale of its
Googlers.
16 / 43
The most common processes relate to expense management, says Mankins.

“At most companies, there are spending limits and audits, and employees are
tracked,” he says. “At Netflix, however, there is no expense policy. The only
policy is, ‘Act in the best interest of Netflix.’ The company is telling employees,
‘We assume you are not here to rip off the company, and we’re not going to
put in place processes that consume human capital, waste time, and zap
energy.’ They tell employees to assume their best judgment, and they can be
more productive if they’re not held back.”

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Dell Technologies recognized the
productivity difference between inspired
and average teams, says Mankins. “Sales
teams led by an inspiring leader are 6%
more productive than those that have an
average leader. If you extrapolate that
6% it accounts for an extra $1 billion in
annual revenue. Consider what [poor
leadership] is costing your company.”
Individual talent is great, but it can’t
turn companies into stars, Mankins
says. “We could try everything we want
to emulate the habits of highly effective
individuals, but it doesn’t matter what
we do individually if it runs counter to
how an organization gets work done,”
says Mankins. “Top-performing
companies focus on collective instead
of individual.”

Absenteeism costs a typical large

company more than $3 million a year!

Classical Theory of Motivation
Money – sole motivator for workers.
Taylor & Gilbreth – scientific focus on work

tasks & productivity.
Satisfactory pay & job security – motivate

employees to work hard.

Hawthorne Studies
Elton Mayo – postulated that physical conditions in

workplace stimulate productivity.
Productivity increased regardless of light levels
Hawthorne Effect – marks beginning of concern for

human relations in the workplace

Motivating Employees by Being Green
Interface is a company that is a

leader in sustainable and
environmentally sound practices.
Mission Zero involves all employees
to reduce environmental footprint
to zero by 2020.

Work-Life Balance
Primary reason for accepting position

Theories of Employee Motivation
Colgate-Palmolive
provides new parents three
additional weeks of paid leave in
addition to the leave mandated
by the Family Leave Act.

Maslow’s
Hierarchy of Self-
Needs Actualization
Needs
Esteem Needs
Social Needs
Security Needs
Physiological Needs

Maslow’s Hierarchy of Needs
Physiological needs – basic needs for food, water, shelter
Security needs– protection from physical & economic harm
Social needs – need for love, companionship
Esteem needs – self-respect and respect from others
Self-actualization – maximizing one’s potential

Herzberg’s Two-Factor Theory
Hygiene factors – focus on the work

setting not the content of the work –
wages, working conditions, company
policies, job security.
Motivational factors – focus on content of

the work itself – achievement, recognition,
involvement, responsibility, advancement

Herzberg’s Two-Factor Theory

McGregor’s Theory X and Theory Y
Theory X – Assumption that workers

generally dislike work and must be
forced to do their jobs.
Theory Y – Humanistic view of

management. Assumption workers
like to work and seek out responsibility
to satisfy social, esteem, and self-
actualization needs.
William Ouchi Theory Z
A management
philosophy that
stresses employee
participation in all
aspects of company
decision making

Comparison of American, Japanese &
Theory Z Management Styles

Variations on Theory Z
Participative Management
Employee Involvement
Self-Directed Work Teams (SDWT)

Equity Theory
Equity theory – the

assumption that how much
people are willing to
contribute to an organization
depends on their assessment
of the fairness (equity) of the
rewards they will receive in
exchange.

Expectancy Theory
Expectancy theory – assumption that

motivation depends not only on how
much a person wants something but
also on how likely he or she is to get it.

Strategies for Motivating Employees
Behavior Modification – changing behavior and

encouraging appropriate actions by relating the
consequences of behavior to the behavior itself.
“Behavior is a function of its consequences.”

Strategies for Motivating Employees
Job Design – strategies managers use

to help improve employee motivation:
• Job rotation
• Job enlargement
• Job enrichment
• Flexible scheduling

Job Design Strategies

Job rotation – movement of
employees from one job to
another to relieve the boredom
often associated with job
specialization.
38 / 43

Job enlargement – addition of more
tasks to a job instead of treating
each task as separate.
39 / 43

Job enrichment – incorporating
motivational factors (achievement,
recognition, responsibility) into the
job.
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Flexible scheduling strategies –
• Flextime
• Compressed workweek
• Job sharing
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Importance of Motivational Strategies
•Foster employee loyalty

•Boost productivity
•Influence on pay, promotion, job design
•Nature of relationships
•Nature of the job itself
•Characteristics of the organization

Self-Motivation
43 / 43
The Motivational Cycle
1. Motive
2.
3. Goal Instrumental
Behaviour
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Performance Motivators
• Promotion opportunities
• Job security
• Feeling “in” on things
• Good working conditions
• Good wages
• Interesting work
• Loyalty from management
• Tactful discipline
• Understanding attitude
• Appreciation
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Motivating
Subordinates/
Other Employees
47 / 43
Creating a Motivational Environment

STEP ONE
Describe the Goal or Target Behavior
State the goal or target behavior clearly.
Acknowledge small successes.
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STEP TWO
Check the Technical Skill Level
Make sure the individual possesses the
technical skill required for the job.
49 / 43

STEP THREE
Select a Meaningful Reward
Make sure that you know your
employee well enough to provide an
appropriate reward that will be
meaningful to that person.
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STEP FOUR
Provide Positive Reinforcement
a) Subordinates get motivated or
demotivated due to your own behavior
towards them. – treat subordinates fairly
b) Subordinates will also get motivated or
demotivated due to your behavior and
attitude to your job - set a good example
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STEP FIVE
Administer Immediate Rewards
Administer rewards immediately
following each improvement in behavior.
52 / 43
Ensuring High Motivation

1. Set high expectations with clearly –
defined objectives
As employees rise to meet high standards,
increased feelings of motivation are fostered
in the workplace.
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2. Praise and recognize your employees often
Never lose an opportunity to tell your
subordinates how good they are. Never
miss an opportunity to make them feel
bigger, better, more important.
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3. Explain the Big Picture
People are motivated when they feel they
are making a significant contribution to the
organization. Many times, employees do
not understand how significant their
contribution really is.
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4. Find out the needs and goals of your
employees
Different things motivate different people. If
you are going to motivate your employees
successfully, you need to find out what is
motivating to each employee
56 / 43

5. Develop your self-esteem and the esteem
of others
People with high self - esteem are more
motivated and productive. It is important
to remember that your behavior and
actions have a tremendous impact on the
way employees feel
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6. Develop a positive mental attitude
Being around a negative person is not
motivating. Be positive - people will
gravitate toward you!
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7. Develop a “that’s no problem” attitude
The most valuable employees are the ones
who can look at problems and come up with
solutions.
59 / 43

8. Be a positive role model
If you want to be a motivator, you need to
be motivated.
60 / 43
COACHING AND MOTIVATING
Think of at least THREE people

who you consider good
COACHES.
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1. Coaching is advising.
2. Teaching or instructing is
coaching.
3. Mentoring is coaching.
4. Giving feedback is coaching.
5. Discussing poor performance with a team
member is coaching.
6. Coaching is driven by the coach.
7. Coaching is directing.
8. Coaching is helping coachees achieve their
goals.
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What is COACHING then?
1. Advising is NOT coaching. It is in fact the

opposite of coaching because in advising, you
are being told on what you should do.
2. Teaching or instructing is NOT coaching. These
are useful instructions. In teaching and
instructing, knowledge and skills are imparted to
help people do their tasks better.
3. Mentoring is NOT coaching. Though mentoring
may include coaching, most mentoring programs
are structured in a way that veteran managers
help younger ones benefit from their experiences.
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4. Giving feedback is NOT coaching. It provides
external observation and it may be helpful if
honest and well-delivered.
5. Discussing poor performance with a team

member is NOT coaching. Coaching may be
used to help someone improve their
performance, but the conversation between a
manager and a team member where performance
shortcomings are raised is not coaching.
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6. Coaching is NOT driven by the coach. It is

100% driven by the coachee.
7. Coaching is directing.
8. Coaching is helping coachees achieve their
goals.
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WHAT IS COACHING?
It is a way of managing, a way of treating

people, a way of thinking, a way of being”.
- John Whitmore
66 / 43
The “GROW” Process of Coaching
67 / 43
1. Establish GOALS
POINT:
Determine exactly what the coachee wants to achieve.
Some possible questions:
1. What do you want to achieve by the end of this session?

2. What would be the most helpful things you could take
away from this conversation?
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2. Explore REALITY
POINT:
This is about clarifying the current situation as
objectively as possible.
Here, the coach could ask some thought-provoking questions

such as:
1. What is happening now?

2. What is the effect or result of that?
3. What do you think is causing this?
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3. Generate OPTIONS
POINT:
Once underlying issues are identified, ask some
more questions so the coachee can identify available
options.
Some possible questions are:
1. What are the different things you could do to_____?

2. What else could you do?
3. What other options do you think you might have18
70 / 43

4. Agree options, WRAP UP
POINT:
This is where the coachee moves from considering
options to making a decision.
Seek a commitment by asking:
1. So, what will you do now?

2. When will you do this?
3. Will this address your goal?
4. What obstacles might you meet?
5. What support will you need?
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Core Skills for Successful Coaching

1. Attention
2. Equality
3. Ease
4. Appreciation
5. Encouragement
6. Feelings
7. Information
8. Diversity
9. Incisive Questions
10. Place
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Qualities of an Effective Coach

1. Honest, genuine and authentic
2. Has a positive view of human nature
3. Wants others to succeed
4. Can create a thinking environment
5. Enjoys seeing others develop
6. Enjoys learning
7. Wants others to be independent
8. Is generous with appreciation
9. Values the opinions and initiative of others
10. Keeps information confidential and is trusted by others
11. Has an open mind and is tolerant of diverse views
12. Motivates others by setting a good example
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WHAT IS FLL COACHING?

Is an interactive process through which
supervisors aim to solve problems or
develop employee capabilities
It is a conversation, a way of relating
aimed at encouraging operatives to
enhance their performance
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When do we
COACH?
75 / 43
COACHING OPPORTUNITIES
• A new operative needs direction;
• A direct staff-operative is almost ready for new
responsibilities and just needs a bit more help; and
• A problem performer could be brought up to an
acceptable level of work if he had some guidance.
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Common Problems with Operatives

A. PERFORMANCE
Quantity and/or quality of output
• increase reject rates
• non-attainment of expected output
• marked decline in productivity
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Common Problems with Operatives

B. WORK HABIT
Observable behaviors
• Excessive tardiness
• Frequent early departures
• Frequent absences
• Excessive breaks
• Apathy/indifference
• Being critical of himself, others or organization
• Hostile behavior
• Being inattentive
• Being unusually quiet or withdrawn
• Crying
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QUALITIES OF A
GOOD COACH
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COACHING AND
MOTIVATING
Do you see what I see?

Do you hear what I hear?
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QUALITIES OF A GOOD COACH

Must be a Good Observer
Look-Listen-Analyze Performance/Skills Gap
81 / 43

Good Listening Skills
Receive – Reflect – Rephrase
More than Words
82 / 43

Open Minded
Avoid Premature Judgments
83 / 43
COACHING AND
MOTIVATING
The Zigzag
84 / 43
Benefits of Effective Coaching

Overcoming Performance Problems
• Shortcomings of operatives make the FLL’s job more
difficult.
Developing Operative Skills

• The FLL’s ability to delegate routine tasks will give
him more time to perform more important tasks and
to motivate others.
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Increasing Productivity
• Impart greater know-how and effectiveness and
people will work smarter.
Creating Promotable Operatives

• Your own career prospects are determined by how
well you develop the human resources under your
command.
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Improving Retention
• Operatives are more loyal and motivated when their
boss takes time to help them improve their skills
• Trust translates into greater loyalty
Fostering a Positive Work Culture

• Good coaching produces greater job satisfaction and
higher motivation
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Mistakes in
COACHING
88 / 43
Avoid these Mistakes

Talking to Much (Remedies)
• Resist the urge to talk & direct in the early phase of
coaching
• Use your “airtime” with probing questions
Failing to Listen (Remedies)

• Focus and put all other thoughts out of your head as
he speaks
Losing Control of Your Emotions
• Check your emotions at the door
• If your having a bad day, postpone
session
89 / 43
COACHING AND
MOTIVATING
Are you ready to Coach?
90 / 43
“Coaching is not merely a technique

to be wheeled out and rigidly applied
in certain prescribed circumstances,
It’s a way of managing, a way of
thinking, a way of being, a way of
treating people”
- John Whitmore
91 / 43
REFERENCES
https://www.fastcompany.com/3068771/how-employees-at-apple-and-google-are-more-
productive
92 / 43
MOTIVATING AND COACHING
THANK YOU
Sheila Marie G. Solis
Senior Manager
PAGCOR Anti-Money Laundering Supervision and Enforcement Department
(PASED)

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COACHING AND

First-level Leaders’ Training Course 1 / 43

Sheila Marie G. Solis

First-level Leaders’ Training Course 2 / 43

How are these three words related?

Motivating the Workforce

• Motivation is an inner drive that directs a

• A goal is the satisfaction of a need

• A need is the difference between a desired

Motivating the Workforce

The basic model of

Motivating the Workforce

Morale – an employee’s attitude toward his

Motivating the Workforce

Motivating the Workforce

Motivating the Workforce

• Intrinsic rewards – personal satisfaction

Motivating the Workforce

Employees are 40% more productive than an average company

Motivating the Workforce

Egalitarian versus Non-egalitarian

2. Eliminating Organizational Drag

Motivating the Workforce

Google’s focus on happy, committed employees --

The most common processes relate to expense management, says Mankins.

First-level Leaders’ Training Course 19 / 43

Absenteeism costs a typical large

First-level Leaders’ Training Course 20 / 43

Money – sole motivator for workers.

Taylor & Gilbreth – scientific focus on work

Satisfactory pay & job security – motivate

First-level Leaders’ Training Course 21 / 43

Elton Mayo – postulated that physical conditions in

Productivity increased regardless of light levels

Hawthorne Effect – marks beginning of concern for

First-level Leaders’ Training Course 22 / 43

Interface is a company that is a

First-level Leaders’ Training Course 23 / 43

Primary reason for accepting position

First-level Leaders’ Training Course 24 / 43

First-level Leaders’ Training Course 25 / 43

First-level Leaders’ Training Course 26 / 43

Security needs– protection from physical & economic harm

Social needs – need for love, companionship

Esteem needs – self-respect and respect from others

Self-actualization – maximizing one’s potential

First-level Leaders’ Training Course 27 / 43

Hygiene factors – focus on the work

Motivational factors – focus on content of

First-level Leaders’ Training Course 28 / 43

First-level Leaders’ Training Course 29 / 43

Theory X – Assumption that workers

Theory Y – Humanistic view of

First-level Leaders’ Training Course 31 / 43

First-level Leaders’ Training Course 32 / 43

Self-Directed Work Teams (SDWT)

First-level Leaders’ Training Course 33 / 43

Equity theory – the

First-level Leaders’ Training Course 34 / 43

Expectancy theory – assumption that

First-level Leaders’ Training Course 35 / 43

Behavior Modification – changing behavior and